All Models Are Wrong; Some Are Useful

Photo by: Taruna Goel 

"All models are wrong, but some are useful". - George E. P. Box

As Educators, Instructional Designers, and Teachers, we rely on various learning and instructional models to guide our practice. Whether it is ADDIE, SAM, Gagne, ARCS, Bloom's Taxonomy, Dick & Carey, Problem-based Learning, or the 702010 model, each offers a unique lens through which we can shape learning experiences. Of course, none of these models can perfectly capture the complexity of learning and teaching. But what they can do - is give us a framework for guiding our thinking and designing effective interventions that are useful and valuable.

I bet you have a preference for certain models over others and based on your experience, you've adapted or customized the models to better meet your stakeholder needs. I guess this flexibility and creativity is what defines the field of instructional design and this is why I love it. It's part science and part art.

Over the last few years, I have been exploring and applying Universal Design for Learning (UDL) in my work - not just in the design of learning experiences but in the design of processes and policies too! In the K-12 education world, UDL is recognized and respected for its inclusive approach to instructional design. But in the High-Ed and Corporate world, it is sometimes misunderstood or misinterpreted.

Acknowledging that "all models are wrong," UDL does present its challenges in implementation. However, recognizing that "some models are useful," there exists an opportunity to tailor and apply UDL to suit specific needs. From my experience, UDL has been:

• Proactive rather than reactive,
• An approach rather than a strict prescription,
• Centered on mindset over technology,
• Focused on variability rather than disability,
• Emphasizing voice over mere access,
• About choice rather than 'one size fits all.'

And like any other model or approach, UDL is not perfect. However, it has profoundly influenced my practice by prompting me to consciously consider the kinds of barriers people might face and plan ways to reduce those barriers and maximize learning opportunities to support the needs of diverse learner populations. For me, UDL serves as a deliberate and intentional lens through which I design learning experiences, processes, and policies.

All of this to say, I want to celebrate all types of instructional models! Despite their imperfections, these models have empowered me to inspire learning, cultivate critical thinking, and drive improvements in workplace performance!

What instructional models have you found particularly effective in your practice? How have you personalized these models to enhance engagement, learning, and transfer?

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